Emerging Techniques and Applications for Blended Learning in K-20 Classrooms

 
 
Business Science Reference (Verlag)
  • erschienen am 4. Oktober 2019
 
  • Buch
  • |
  • Kombi-Artikel
  • |
  • 325 Seiten
978-1-7998-1444-3 (ISBN)
 
Many learning options are possible in education, from traditional to blended/hybrid to fully online. Of the three delivery formats, the blended mode, which involves the fusion of online and traditional face-to-face instruction and learning activities, is considered to have the greatest potential to provide the best learning environment. As blended learning continues to evolve and expand, it is important that information regarding what constitutes the ideal combination of online and traditional pedagogical strategies in blended education and at all levels is illuminated and shared. Emerging Techniques and Applications for Blended Learning in K-20 Classrooms is an academic publication that focuses on pedagogical strategies and technologies that have been successfully employed by educators in blended instruction. In addition, the student outcomes from the use of these techniques are presented. Covering a wide range of topics such as gamification, civic education, and critical thinking, this book is essential for academicians, administrators, educators, instructors, researchers, instructional designers, curriculum developers, principals, early childhood educators, higher education faculty, and students.
  • Englisch
  • USA
IGI Global
  • Für höhere Schule und Studium
  • |
  • Für Beruf und Forschung
  • Höhe: 279 mm
  • |
  • Breite: 216 mm
978-1-7998-1444-3 (9781799814443)

Lydia Kyei-Blankson is a faculty member at Illinois State University. Dr. Lydia Kyei-Blankson has expertise in research methods, applied statistics, and psychometrics. She teaches graduate courses in research methods and statistics at Illinois State University. Her research interests investigate the underlying factors associated with student academic achievement. She is especially interested in technology use in education to improve student learning and achievement and has co-authored a number of articles in this area. Esther Ntuli is an Associate Professor in the Department of Teaching and Educational Studies at Idaho State University (ISU). Her expertise and training is in curriculum and instruction, early childhood education, and instructional technology. Dr. Ntuli teaches undergraduate instructional technology courses, and early childhood/elementary undergraduate and graduate courses at ISU. Her research interest focuses on technology use and practice in early childhood instruction, teacher education, assessment, and culturally responsive education.

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